UNIVERSITÁ DEGLI
STUDI DELLA CALABRIA
Scuola di specializzazione
all’insegnamento secondario
Classe di concorso: 46/A (Inglese) V
Ciclo
Abilità orali e scritte
MODULO:
DOCENTE:
SPECIALIZZANDA:
Prof. Gentile
Pietro
Arena Anna Maria
ADDRESSEES: 2nd year of Liceo Scientifico
TITLE OF MY MODULE: Welcome to
PREVIOUS AND FOLLOWING MODULES:
Ø
Welcome
to
Ø
Welcome
to United States (18h);
Ø
English
around the World(22 h).
CEF LEVEL: B1
MODULE NUMBER: 1st
TIMING: 24h
TITLE OF THE TEACHING UNITS:
Ø
Ø
Union
Jack. (2h)
Ø
Where
did English come from? (4h)
Ø
Ø
Ø
Ø
Ireland3)
Ø
Stop
and check! (3h)
PRE-REQUISITES:
Grammar:
-
knowledge
of the grammar structures graded to the level;
Vocabulary:
-
knowledge
of the vocabulary related to places, habits and traditions.
Functions:
-
describing
places, people and events in a simple way;
-
talking
about everyday life;
-
talking
about the features, habits and values of a certain culture;
-
talking
about likes and dislikes;
-
commenting
a text about topics of interest.
GENERAL AIMS:
-
acquiring
a global knowledge about
-
acquisition
of content;
-
cultural
and social enrichment;
-
reinforcing
reading skills;
-
consolidating
and strengthening of linguistic competence;
-
promoting
cooperation (pair/group work);
-
comparing
the different cultures;
-
increasing
social and cultural awareness;
-
observing
different ways of living and comparing them with one’s own.
OBJECTIVES:
Grammar:
-
Reinforcing
the use of past tense;
-
Consolidation
of preposition of time and place
-
Comparatives
and superlatives
-
Reinforce
grammar to improve grammatical accuracy of written form.
Vocabulary:
-
increasing
lexical knowledge of the vocabulary related to places, people, habits and
traditions (vocabulary expansion);
-
acquisition
of words, adjectives and expressions used when talking about location and in a
geographical and historical description;
Functions:
-
Describing
places and people (consolidation and expansion);
-
Expressing
opinions on the advantages and disadvantages of a place;
-
Expressing
feeling and reasons;
-
Talking
about past situations and giving information about time, place and events.
-
Comparing
past and present situations;
-
Comparing
places;
-
Comparing
cultural contexts;
-
Talking
about the features, habits and values of a certain culture.
COMMUNICATIVE ACTIVITIES (can do statement):
Listening Comprehension:
Ø
Can
understand the main points of a clear standard speech related to his/her field
of interest;
Ø
Can
identify general messages and specific details;
Ø
Can
follow films and videos in which visual and actions carry much of the
storyline;
Ø
Can
understand the main points of a simple and clear recorder material on topic of
interest.
Reading Comprehension:
Ø
Can
read straightforward factual texts on subjects related to his/her field of
interest with a good level of comprehension;
Ø
Can locate specific information in public notices
and leaflets;
Ø
Can
understand the description of events, feelings and wishes in order to
correspond with a chat friend;
Ø
Can identify the main points in a newspaper articles or other
argumentative texts.
Spoken Interaction:
Ø
Can
communicate with some confidence on matters related to his/her interests;
Ø
Can
express thoughts and personal opinions on cultural topics;
Ø
Can
follow clearly articulated speech directed at him/her in everyday conversation;
Ø
Can
compare different cultures;
Ø
Can
carry out a prepared interview
Written interaction:
Ø
Can
write personal letters expressing thoughts about cultural topic;
Ø
Can
write personal letters expressing feelings and events.
Written Production
Ø
Can
write straightforward, detailed descriptions on topics within his/her field of
interest.
Overall Spoken
Production
Ø
Can
reasonably fluently sustain a straightforward description of places, people,
situations and events in a linear way as a sequence of points;
Ø
Can
give detailed accounts of experiences, describing feelings and reactions to the
topic.
Overall Spoken
Interaction
Ø
Can
exchange information and express personal opinions on other cultures;
Ø
Can
express thoughts on cultural topics;
Ø
Can participate in short discussions on the
topics taken into account.
COMPETENCES INVOLVED:
LINGUISTIC:
-
Can show a sufficient range of language to explain the
main points in an idea or problem with reasonable precision and can express
him/herself thoughts on abstract and cultural topic;
-
Can communicate
with reasonable accuracy, generally good control though with noticeable mother
tongue influence. Errors occur, but it is clear what he/she is trying to
express (grammatical competence);
-
Pronunciation
clearly intelligible even if a foreign
accent is sometimes evident and occasional mispronunciation occur (phonological
competence);
-
Can produce
continuous writing which is generally intelligible throughout. Spelling,
punctuation and layout are accurate enough to be followed most of the time.
SOCIO –
LINGUISTIC:
-
Can
perform and respond to a wide range of language functions, using their most
common exponents in a neutral register;
-
Can
perceive the register differences;
-
Awareness
of the salient politeness conventions and acts appropriately;
-
Can
recognize and understand cultural differences and traditions.
PRAGMATIC:
Discourse competence: the student should be able to
-
organise, structure and
arrange sentences in order to carry out a discourse through natural sequencing
-
respect the thematic
and logic organization, the coherence and cohesion, the style and the register
Functional competence: the student should be able to
-
identify
factual information and report it in a simple way;
-
ask
and answer questions on the topic;
-
express
likes/dislikes, agreement/disagreement, interest, disappointment, surprise ;
-
Can
explain the main points in an idea or problem with reasonable precision.
DECLARATIVE KNOWLEDGE (SAVOIR):
-
Knowledge
of the world (knowledge concerning the countries in which the language is
spoken, such as its major geographical, historical, and political ASPECTS;
-
Socio-cultural
knowledge (knowledge of the society and culture of the community or communities
in which English is spoken, mainly related to everyday living, interpersonal
relations, majors values, beliefs and attitudes in relation to traditions and
social change;
-
Intercultural
awareness: knowledge and awareness of the social diversities both among the
English speaking countries and the “world of origin”.
Skills and know-how (savoir faire):
-
Intercultural
skills and know how (the ability to bring the culture of origin and the foreign
culture into relation which each other); cultural sensitivity and the ability
to identify and use a variety of strategies for contact with those from other
cultures;
Existential competence (savoir-etre):
-
Attitudes
(openness towards new experiences, other persons, societies and cultures;
willingness to relativise one’s own cultural viewpoint and cultural
value-system);
-
Motivations
(communicative drive; the human need to communicate);
-
Values (ethical,
moral);
Ability to learn (savoir
apprendre: ability to incorporate new knowledge into existing knowledge):
-
Language and
communication awareness;
-
General phonetic
awareness and skills: an ability to perceive and chain unfamiliar sound
sequences;
-
Study skills: to
cooperate effectively in pair and group work: to make rapid and frequent active
use of language learnt; ability to learn effectively (both linguistically and
socio-culturally)from direct observation of and participation in communication
events;
-
Heuristic skills:
ability to use Internet in order to search
for information and chatting with a foreign friend.
TEXTS TO BE USED:
Spoken: songs, film sequences,
announcements and speech, interpersonal dialogues;
Written: articles from magazines, newspapers,
Internet, web pages, extracts from textbooks.
TASK TO BE PERFORMED:
-
Taking
part in a conversation/discussion, work in pair, work in group and individual
work;
-
Vocabulary:
matching words with their correct meaning;
-
Skimming
and scanning activities;
-
Guided
research on the internet;
-
Writing
an essay expressing personal opinion;
-
Interviewing
and communicate with someone through an internet chat;
-
Note-taking;
-
Writing
a composition.
-
Comprehension
questions,
-
True
or false questions,
-
Choose
the right answer,
-
Find
synonyms,
-
Summarising
brief paragraphs of a text.
STRATEGIES INVOLVED:
Reception:
-
Can
identify unfamiliar words from the context;
-
Can
skim texts to grasp its general meaning;
-
Can
scan texts in order to locate specific information from different parts of
texts and gather information.
Interaction:
-
Can
maintain a discussion on a topic of interest;
-
Can
give personal views and opinion in discussing topics of interests;
-
Can
summarise and give his/her opinion about an article.
Production:
-
Can
give reasons and explanations for opinions, plans and actions;
-
Can
write simple descriptions;
-
Can
correct him/herself while communicating.
AIDS:
-
CD;
-
Magazines
(i.e.
-
Handout
(photocopies of text and worksheet)
-
Leaflets
-
Internet
sites
-
Blackboard
-
Tape
recorder and cassettes
-
Slides
with pictures of different places
-
Tv
-
Video
tapes
ASSESSMENT TOOLS:
-
STRUCTURED:
matching (words with their correct meaning), true and false, fill in the blanks
activities, choose the right answer, find synonyms.
Example:
True and False:
1)
2)
Harrods
and Selfridges are theatres.
3)
Loch
Ness is in the South of
Fill in the blanks:
1) The Statue of Nelson is in ……..
2) The
3) At the museum of Madame Tussaud’s
you can see……..
4) A frightening place to visit is
……………
-
SEMI-STRUCTURED:
essay, summaries, composition (i.e. Look for further information and pictures
about
-
NOT-STRUCTURED:
free writing and discussion, group work (division of roles and responsibilities,
organisation, management and result of
group work).
Summative assessment:
Around
Imagine last summer you went on a tour around
ASSESSMENT CRITERIA:
Written Assessment Criteria
|
Grammatical Correctness |
0 - 2 |
|
No grammatical correct form |
P ≤ 0.5 |
|
Too many mistakes: the message doesn’t get
through |
0.5 < P ≤ 1 |
|
Sufficient: the message gets through |
1 < P ≤ 1.50 |
|
Accurate |
1.50 < P ≤ 2 |
|
Content |
0 - 2 |
|
No/extremely poor content |
P 0.5 |
|
Incomplete/Insufficient |
0.5 < P ≤ 1 |
|
Sufficient |
1 < P ≤ 1.50 |
|
Complete and well arranged |
1.50 < P ≤ 2 |
|
|
0 - 2 |
|
Extremely inadequate |
P ≤ 0.5 |
|
Inadequate |
0.5 < P ≤ 1 |
|
Simple |
1 < P ≤ 1.50 |
|
Accurate |
1.50 < P ≤ 2 |
|
Coherence and Cohesion |
0 - 2 |
|
No coherence and cohesion. No use of
linkers. |
P ≤ 0.5 |
|
No logical sequence. Insufficient use of
linkers |
0.5 < P ≤ 1 |
|
Sufficient sequentiality of linkers |
1 < P ≤ 1.50 |
|
Perfectly coherent and cohesive |
1.50 < P ≤ 2 |
|
Spelling |
0 - 2 |
|
Extremely incorrect |
P ≤ 0.5 |
|
Incorrect |
0.5 < P ≤ 1 |
|
Sufficient |
1 < P ≤ 1.50 |
|
Accurate |
1.50 < P ≤ 2 |
TOT: …. / 10
Spoken Assessment
|
Grammatical Correctness |
0 - 2 |
|
No grammatical correct form |
P ≤ 0.5 |
|
Too many mistakes: the message doesn’t get
through |
0.5 < P ≤ 1 |
|
Sufficient: the message gets through |
1 < P ≤ 1.50 |
|
Accurate |
1.50 < P ≤ 2 |
|
Content |
0 - 2 |
|
No/extremely poor content |
P ≤ 0.5 |
|
Incomplete/Insufficient |
0.5 < P ≤ 1 |
|
Sufficient |
1 < P ≤ 1.50 |
|
Complete and well arranged |
1.50 < P ≤ 2 |
|
|
0 - 2 |
|
Extremely inadequate |
P ≤ 0.5 |
|
Inadequate |
0.5 < P ≤ 1 |
|
Simple |
1 < P ≤ 1.50 |
|
Accurate |
1.50 < P ≤ 2 |
|
Interaction |
0 - 2 |
|
Inability to interact |
P ≤ 0.5 |
|
Insufficient interaction |
0.5 < P ≤ 1 |
|
Interaction on a simple level |
1 < P ≤ 1.50 |
|
Interaction on a more articulated level |
1.50 < P ≤ 2 |
|
Pronunciation |
0 - 2 |
|
Extremely incorrect: prevents understanding |
P ≤0.5 |
|
Incorrect, often preventing understanding |
0.5 < P ≤ 1 |
|
Sufficiently clear |
1 < P ≤ 1.50 |
|
Accurate |
1.50 < P ≤ 2 |
TOT: …. / 10
1-5 = fail
6 = pass
7-8 = pass with merit
9-10 = pass with distinction (outstanding)
REMEDIAL WORK:
according to SS needs after assessment (formative and summative).
Signature